To determine how nonhandicapped children view the mildly intellectually handicapped children in special classes, 286 mildly intellectually handicapped (10 to 16 years old) and 363 nonhandicapped (10 to 14 years old) children were administered attitude questionnaires. (SBH)

The paper describes the referral, diagnostic, interventive, and evaluative procedures used in a self-contained behaviorally oriented noncategorical program for preschool children with speech and language impairments and other developmental delays. (CL)

A multiple-baseline-across-subjects study found that training in self-management reduced the inappropriate verbalizations of two middle school students with learning disabilities in a special class setting. The students also progressed more rapidly through the classroom token-economy levels system, designed to improve academic and social skills…

Comparison of two matched groups of seven students with severe disabilities (placed in either general education classrooms or special education classes) found that students in the general education placement interacted more frequently with nondisabled peers, provided and received more social support, and had larger networks of peers without…

Social lives of 14 children with emotional and behavioral disorders (E/BD) in segregated elementary school classrooms were compared with 14 typical students in general classrooms. Children with E/BD had little opportunity to engage in integrated school activities and their school social networks were dominated by individuals affiliated with…

A study compared language development and social competence among 96 preschool children with disabilities in inclusive and segregated classes. Pretest ability was the strongest predictor of progress. Subjects in inclusive classes had higher posttest scores in language development and social skills, but more behavior problems, than peers in…

This study used two reading programs with three students in a self-contained class for children with emotional and/or behavior disorders. Results indicated that when instruction sets students up to succeed on a daily basis and monitor their own progress, positive academic and social outcomes are likely. Single subject research results and…

Ten years of data reflect little change in use of separate facilities for handicapped students, and high state-to-state variation. A subsequent paper argues that least restrictive environment as a concept has focused on "location" rather than "service." A final paper addresses the need to eliminate geographic and funding restrictions to…

An elementary-school self-contained gifted class was compared to a control group on a general test of cognitive ability. Program participants exhibited significantly higher gains than did controls, and at the end of the program, participants also rated the quality of their school life more highly than did controls. (Author/JDD)

This study examined the nature of instruction provided in 40 self-contained special classes for students classified as learning disabled, emotionally handicapped, or educable mentally retarded. Few differences were identified in teacher communication patterns, learner involvement, and instructional methods for students with different categorical…

This study examined effects of a student-operated business curriculum on the on-task behavior of three students with behavioral disorders in a self-contained middle school class. Results indicated relationships between the student-operated business curriculum and increased time on task in mathematics and improved grades. (Author/PB)

This study assessed the effects of special education placement from the perspectives of nine high school students receiving learning disabilities services in separate classrooms. Students did not view their experiences as either socially or academically efficacious, but they valued the services to avoid an unresponsive general education system and…

Teacher ratings on the Aberrant Behavior Checklist were collected on 666 students with mental retardation attending special classes. Classroom placement and age had significant effects on subscale scores, whereas sex failed to affect ratings. The study concludes that the original scoring method, developed for individuals in residential facilities,…

Two groups of students with disabilities (n=14, ages 8-10) in self-contained classes participated in a teacher-directed peer confrontation system used in conjunction with a token economy system. Results showed that the system was effective in modifying inappropriate behavior and that students had positive reactions to the system. (Author/JDD)

Sixteen students with learning disabilities in junior high special education classrooms were given instruction in science, with levels of teacher enthusiasm manipulated. Results suggest that more enthusiastic presentations resulted in significantly higher academic achievement and lower levels of off-task behavior. (Author/JDD)